Village Primary School 2020 -2021 Self-Evaluation Form

“Rigorous self-evaluation is at the heart of effective school improvement”

School: Meare Village Primary Headteacher: Jan Fellows Date: 2020-2021 School

School’s Self Evaluation Grade:

Section 1: Outcomes for pupils GOOD Section 2: The quality of teaching, learning and assessment GOOD Section 3: The effectiveness of Leadership and Management of our school GOOD Section 4: Personal development, behaviour and welfare GOOD Section 5: Effectiveness of Early Years Provision GOOD Section 6: Overall Effectiveness: The Quality of Education provided in the school GOOD

Our school’s context

Historic information:  Under the previous Head Teacher Ofsted inspection carried out in March 2013 judged the school to be ‘Outstanding’  Only 1 of 4 teachers from the previous Ofsted remain in post.  In the last four years, the school has seen a period of unrest with 2 changes in leadership and a high turnover of class teachers (4) particularly across Key Stage 2.

 Meare Village Primary School is a relatively small sized village primary school with 4 classes. (111 on roll) serving the villages of Meare, Westhay, and the surrounding areas.  The school currently does not meet the government’s current floor standards in Progress and Attainment in KS2. This is due to retention of staff, particularly in KS2.  At the last school inspection Ofsted rated Meare Village Primary School – ‘Outstanding’ (2013).  In school the pupils are organised in 4 classes with 2 year groups in each class.  Most of the children come from the local area and are within walking distance from the school.

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 The school catchment area is not recognised as socially deprived. There are a small number of our families that have been / are supported in school by the PFSA or by external agencies.  We operate a breakfast club and a range of after school clubs (paid) until 4.30pm  Meare Village Primary School actively engages in school to school activities across the CLP.  21% of pupils are eligible for free school meals which is above NA of 13.7%  26% of pupils are in receipt of the Pupil Premium Grant in school which is in line with NA of 25.9%  19.4% of pupils are SEND which is above NA of 14.9%  We have a moderate percentage of mobility. 8 children joined the school and 3 left.  Currently there are 4 post looked after and/or adopted children in the school.  Attendance is currently at 96.65% which is in line the NA of 96%. Persistent absentees 8.3% which is in line with NA of 8.7%. A rigorous attendance policy is in place to address persistent absenteeism.

Pupil Premium Numbers Below are the numbers and percentages of Pupil Premium children in each cohort. (5 July 2021) YR Y1 Y2 Y3 Y4 Y5 Y6 Number 3/16 2/12 4/12 10/24 2/16 7/18 1/14 Percentage 19% 17% 33% 42% 13% 39% 7%

FSM Numbers

Below are the numbers and percentages of FSM children in each cohort. (5 July 2021) YR Y1 Y2 Y3 Y4 Y5 Y6 Number 3/16 2/12 3/12 9/24 2/16 5/18 0/14 Percentage 19% 17% 25% 38% 13% 28% 0%

SEND Numbers

Below are the numbers and percentages of SEND children in each cohort. (5 July 2021) YR Y1 Y2 Y3 Y4 Y5 Y6 Number 2/16 1/12 2/12 6/24 3/16 6/18 014 Percentage 13% 8% 17% 25% 19% 33% 0%

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Pupil characteristics:

In school pupils are organised in 4 classes with 2 year groups in each classes (5 July 2021) YR Y1 Y2 Y3 Y4 Y5 Y6 Boys 8 9 7 10 10 10 9 Girls 8 4 5 14 6 8 5 Cohort 16 13 12 24 16 18 14 Total

Chart comparing school to and National Permanent PP EAL SEN FSM Attend. Fixed exclusions exclusions % School NOR % % % % % NOR Chdrn Sess’ns % No. National 269 25.9 21.2 14.9 13.7 96 1.02 - - 0.02 - Sum 108 27 1 12 15 95.8 0 0 0 0 0 19 Meare Aut 112 25 0 17.8 17 96.46 0.9 1 2 0 0 20 Spr 116 24 0 14.6 22 94.17 0 0 0 0 0 Meare 21 Sum 113 26 0 19.4 21 95.11 Meare 21

Attendance is rigorously tracked.

Since the last Inspection in the following Key changes have taken place:  There has been a significant change in staffing including: Interim Head Teacher in September 2017, New Interim Head Teacher in October 2017, and new Senior Teachers (October 2017), new SENDco (September 2017). In addition to 1 NQT (December 2016-December 2017), 1 full time teacher (September 2017), 1 temporary teacher (February-July 2018). From September 2018 the Interim Head Teacher became the Substantive Head Teacher, I full-time teacher (September 18- February 2019 and 1NQT (September 2018), New Senior Teachers (September 2019) 1 x NQT (September 2019-July 2020 (maternity cover) New SENDco (September 2019) (maternity cover)  In September 2019 there was a significant change to the Local Governing body. A comprehensive governor monitoring programme has been put in place and executed to support the Head Teacher and School.  The Head Teacher restructured the leadership team to further improve the school’s capacity and to drive Teaching and Learning and impact on pupil outcomes.

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Headteacher EYFS lead KS2 Leader SENDCo Business & DSL Senior Teacher Senior Teacher Premises DDSL DDSL Manager Jan Fellows Bridget Taylor Kate Noel Kate Rogers Clare Pappin

 The Head Teacher has collated an effective and comprehensive monitoring document. The document triangulates evidence and looks to use a coaching model to further develop our teachers and use of support staff, and also to act on findings from the pupil voice. Leaders work collaboratively with their respective teams using this document.  Rigorous termly Pupil Progress Meeting and half termly Vulnerable Pupils PPM process to hold staff to account and provide targeted support and challenge for learning.  Pupil’s involvement and pride in school has continued to develop through the School Council. Playground leaders and the House Captains continue to run successfully.  Break times and Lunchtimes have been radically overhauled including targeted use of Sport Premium finding, which has dramatically improved pupil’s enjoyment of break times and lunchtimes and has significantly reduced negative behavioural incidents.  Implementation of Restorative Justice to reduce negative behavioural incidents with displays in classrooms and key communal areas to mirror those in the playground.  Rigorous appraisal processes ensure that staff aware of their next steps and the key performance measures.  Effective programme of site improvement to inspire better learning environments: including a programme of internal and external decorating.  A solar array has been erected in the school playing field allowing three quarters of the school lighting and heating to be supplied through the array. A wooden cabin in the field will also be heated and lit through the array allowing for a further learning area to be developed. The array was donated by - as a result of our Spring Term Science Week focus on renewable energies.

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Section 1: Outcomes for pupils School’s Self Evaluation Grade: Good For current in-house data see spring term 19 Head Teacher Report to Governors

2018 – 2019 Headline Outcomes  Progress at the end of KS2 in R, W & M is -19%  Progress at the end of KS2 in RWM combined is -2.8  Progress at end of KS2 for higher attainers in RWM combined is -4.1  Progress at the end of KS2 for disadvantaged in R, W & M is -24  Progress at the end of KS2 of SEND children in R, W & M is1.5   Attainment at the end of KS2 in R, W & M is below national comparators.  Attainment at the end of KS2 in RWM combined is below national comparators.  Attainment at the end of KS2 for children achieving greater depth is below national comparators for R, W & M.  Attainment at the end of KS2 for SPAG is in line with national comparators.

Reading GPS Maths Writing (TA) R+W+M combined KS2 % ARE % ARE % ARE or % ARE or % ARE or or Progress % GD Progress or Progress % GD Progress Progress % GD Progress Progress % GD Progress above above above above above

National 75 19 78 23 78 17 78 15 64

School 71 -5% 14 -16 79 -1 21 -17 64 -19 7 -23 71 21 50

PP 50 - 75 - 50 - 50 - 50

Girls 100 7 100 20 80 7 100 14 100

Boys 56 7 67 22 67 - 67 7 50

Y1 & Y2 Phonics Screening The proportion of pupils achieving the expected standard in the Phonics screen check is improving and is now above National Averages. Percentage 2019 Percentage 2020 Year 1 77% 92% (NA 82% 2018) Year 2 100% -

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2018-2019 Headline Outcomes GLD Phonics Reading Writing Maths EYFS + KS1 % ARE or % ARE or % ARE or % at GLD % at required standard %GDR %GDR %GDR above above above National 71.8 (2019) 81 76 26 68 18 75 22

School (14) 80 93 87 33 80 33 87 40

PP (2) 100 60 50 - 50 - 50 -

Girls (4) 100 88 75 25 75 75 25

Boys (11) 75 80 91 36 82 91 45

Key areas for improvement:  Focus on maths in KS2, with an emphasis on the attainment of boys, to ensure that ARE is inline or above national for 2019/2020  To raise profile of reading across the school, ensuring that all learners are taught the skills needed to be a good reader.  Training on how to deliver whole class guided reading for all staff  Through rigorous Vulnerable Pupils PPMS and targeted actions ensure achievement and progress of vulnerable pupils to be at least in line with National Expectations  Ensure EYFS GLD is above National for 2020/2021  Ensure good rates of progress for end of KS2 and RWM is inline or above national for 2020/2021  Ensure identified gaps in progress and attainment for specified underachieving groups are addressed.  All cohorts are targeted as we strive for aspirational targets: RWM 85% and RWM combined 70% ARE.  Introduce new marking policy which encourages children to self-assess, correct and edit work.

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Section 2: The quality of teaching, learning and assessment School’s Self Evaluation Grade: Good Teaching and Learning is rigorously monitored and systems are in place to develop colleagues and share effective practice. We aim to have Good or better teaching for every child. The HT, with key leaders, observe lessons termly as well as carrying out frequent drop-ins. Key stage leaders are released to ensure a comprehensive triangulation of teaching, planning and assessment is ongoing to impact on pupil outcomes. This is done through work scrutinies, planning scrutinies, learning walks, observations (teachers and TAs) and pupil interviews. The SENDCO, Head Teacherand SENTA also monitor with focus for our most vulnerable groups (PP, EAL & SEN). The school strives to enhance the learning environment (inside and outside) so the children are stimulated in their learning and so that purposeful work builds displays and can be used to support good learning.

Triangulated judgements of teaching, learning and assessment in this academic year 75% of teaching is judged to be good or better. Monitoring and Assessment is robust  Termly PPMs explore in depth children’s attainment and progress.  Interim Vulnerable Pupils PPMs to target all key groups including pupil premium, FSM and children causing concern to ensure that all staff are acutely aware of their cohorts. All successes are celebrated and shared and any underperformance is challenged.  The subject knowledge of teachers is reflected in effective learning and teaching opportunities and expertise is shared in house and across our local schools through the and Street CLP.  A rigorous and scheduled system of summative assessment has been introduced to support and edify teacher judgements and to help assist in analysing and subsequently impacting on the gaps in pupil learning, for example: scheduled phonics screening, spelling and arithmetic and reasoning testing etc.  Accurate assessment information is given to parents on an annual/termly basis so that they know how well their child is progressing and achieving related to age related standards. Parents are also made aware of attendance and punctuality figures simultaneously and the impact that this can have on their child’s learning.  Monitoring of pupils’ progress, books and observations of teaching over time evidences that most teachers demonstrate high expectations, good subject knowledge and plan lessons that enable pupils to access new learning and make good progress. Marking and feedback in core subjects is of good quality and opportunities are provided for pupils to respond to the teacher’s feedback. This enables pupils to have a clear understanding of what they need to do to improve their work and time is given to extend pupils’ understanding and develop their work in both writing and mathematics. The quality of work in pupils’ books is of a good standard in these classes. Work is well presented, shows thoughtful progression based on detailed marking and assessment and teachers set high expectations of the quantity of work that pupils produce. Pupils have responded to the next steps identified by the teacher and this has significantly improved progress rates. The use of formative assessment to support pupils’ learning is a developing strength of the school. This means that pupils are clear about what they need to do to improve their work.

 In mathematics, the systems for teaching have been revised and modified in response to the triangulation of evidence and the needs of the pupils. Good quality leadership of mathematics has provided support and CPD to enable teachers in effectively supporting pupils to develop key number skills, throughput the school. Effective use of assessment for learning information has enabled teaching to be targeted to meet pupils’ individual next step needs.  The learning environment across school is good with many outstanding features; consistencies within the learning environment are embedded and effectively monitored by Key Stage Leaders. A mixture of displays and working walls effectively support and encourage pupils’ independence. Pupils use these well during lessons to support their learning and enable them to overcome challenges when working independently.  The school has worked hard to increase pupils’ motivation for reading. There is good home/school communication through the home/school reading book. Teachers monitor these carefully, checking that pupils are reading at home and selecting an appropriate range of reading material. The school has systems in place to provide extra support for those not heard reading at home. As a result, many pupils are enthusiastic, independent readers and there is a growing reading culture across the school.  Pupils’ attitude to their learning is good. Teachers communicate well with pupils and this promotes good attitudes and engagement in learning. There is a positive

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climate for learning in the school because of the very good relationships that exist between pupils and adults.  Pupils persevere with demanding tasks and are confident when talking about their learning; they are now developing effective independent skills. A Growth Mindset whole school approach enables all children to embed these positive learning values. It helps to stimulate a love of learning, challenge, resilience, motivation and productivity, leading to greater achievement. It also enhances relationships within the classroom and wider school environment.  Leaders have systematically monitored the quality of teaching supported by clear systems of accountability and support. This has brought about rapid improvement in teaching, impacted on accelerated progress rates and improved attainment across the school and in all core subjects.

Key areas for improvement  Ensure standards remain good or better due to the recent appointment of a new teacher (NQT)  To ensure teaching, learning and assessment across the school is at least good moving towards more outstanding.  Further develop teachers’ confidence and subject knowledge in teaching writing and mathematics, within the Curriculum to increase the proportion of pupils achieving age related expectations or accelerating progress, across the whole school.  Continue to develop our creative curriculum beyond core subjects to broaden pupils’ experience and provide a curriculum that is tailored to the needs of our children..  Further developing the use of ICT to support learning across the curriculum.  There is a renewed focus on developing a rich knowledge of subject specific vocabulary. Talkboost/Vocabulary Ninjas  Target Tracker to be implemented across the school. Regular internal and external training will be held for teachers and key leaders to ensure consistent use and accurate data entry.  Cross-curricular links strongly evident and the curriculum focus to be highly visible in all classrooms. These strategies will encourage pupils to develop confidence, to tackle new learning with enthusiasm, to develop resilience when learning independently and to take great pride in their success.  Parental workshops to support their understanding of the school’s approach to reading/phonics and maths.  Half termly Reading Newsletters to be sent home to encourage parent and child reading participation, the development of successful strategies and modelling a love of reading.  Reward/praise system in place to encourage reading at home.

Section 3: The effectiveness of Leadership and Management of our school School’s Self Evaluation Grade : Good The significant change in Leadership has refreshed the already strong drive and ambition for the school. The new HT, ST and BPM are looking to build on the school’s already upward trajectory, with good support and challenge from a new, effective and growing Local Governing Body. The school has worked in harmony with the rigorous support and challenge from the CLP schools and has actively engaged in school to school opportunities with other local primary and secondary schools. There is a renewed focus on raising academic standards across the school with robust monitoring procedures, in addition to the excellent pastoral systems and structures already in place to support children’s wellbeing. An initiative to improve attendance and punctuality also had a significant impact and gained valuable learning time and the restructuring of phonic provision had a demonstrable impact on our drive to improve reading through the school.

 Leadership team roles and responsibilities are clearly identified and appropriate targeted action plans will be in place and monitored. The new leadership team are instrumental in driving the whole school forward and ensuring all children are targeted and relentlessly monitored for appropriate progress and intervention and support is directed as required.  Key Leaders take an active role in developing and evaluating the School Improvement Plan, and have a clear sense of direction for the school’s improvement journey. Improvements in pupils’ achievement and the quality of teaching across the school are strongly evident  Leaders and governors have established a culture of openness and trust. Key reports are detailed and identify successes and challenges, the LGB ask effective

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questions to ensure that the school leaders are held to account. The Headteacher’s report is a key document.  Leaders at all levels focus relentlessly on improving teaching and learning and care passionately about how well pupils are learning and their well-being. They consistently communicate high expectations and ambition for pupils’ learning. Teaching over time is now consistently good, with areas of outstanding, as a result of: systematic monitoring; effective support and professional development for all staff including effective performance management systems. This is evident in the learning environment, the quality of work in pupils’ books and in their progress.  Monitoring activities continue to be systematically carried out developed from triangulation of monitoring evidence document. This has ensured that teachers have a clear set of development priorities related to the Teachers’ Standards.  Pupil Progress Meetings challenge teachers about the progress of their cohorts. These are systematically structured: evaluating the classes/cohort progress/ identifying precise next steps for individual pupils; identifying what the class teacher will do to improve their teaching and meet the needs of pupils not making progress. Individual teacher’s development points are regularly reviewed.  The English and Maths leaders have a firm grasp on the issues and challenges within the school. They have effectively disseminated modelled and shared good practice in reading, writing and mathematics that has led to the improvements in achievement and in teaching.  The SENDCo manages provision for all SEND and EAL children. She trains and supports the SEND Teaching Assistant. The SENDCO spends time in classes with teachers and supports them in tailoring provision to meets the needs of any potentially vulnerable pupils. Positive relationships have been fostered with parents and SEND review meetings now are very well attended. Families with SEN children are supported through strong multi agency working with the school’s own speech therapist and link Educational Psychologist. The SENDCo has a good understanding of provision across the school and support colleges well as well as encouraging teachers to take responsibility of their SEND children.  Subject and area leadership is effectively distributed and there is a strong sense of the team contributing to the whole.  The Chair of Governors supported the Headteacher in appointing new KS2 teacher and they have a clear sense of direction and vision for the school. They hold the Headteacher to account with appropriate support and challenge. Governors visit the school regularly to carry out monitoring. This is now recorded and mapped against the school improvement plan.  The Safeguarding leaders ensure that the safeguarding of all pupils through good record keeping, following appropriate procedures and ensuring all staff are trained and have ownership of their responsibilities not only of safeguarding children but in relation to their own training.  Local action groups are attended to ensure that the school is at the heart of multi-agency safeguarding work.  Children are very well cared for by staff and there is a strong support and nurture structure for pupils. There are a wide array of support programmes (Forest School, ELSA, PFSA family workshops that support a range of vulnerable children and families. The support for the most vulnerable pupils has enabled this group to improve their attendance. Key areas for improvement  To ensure that the leadership structure impacts on pupil outcomes  To further develop and enhance children’s outcomes through deeper engagement with a relevant and creative curriculum.  To continue to develop the effectiveness of leadership and management at all levels so it is consistently focused on improving outcomes for pupils.  Governors need to further increase their monitoring of the school against the SIP through recorded visits, and continue to systematically monitor and challenge the leadership of the school.  Further build on the successes of knowing the whole cohort: supporting the most vulnerable learners by the rigorous use of Assess, Plan, Do, Review (APDR) and provision mapping.  Having high ambition for the most able learners to secure good outcomes relative to all start points. Panning should ensure appropriate challenge for all in all lessons.  Leadership team to be instrumental in staff appraisal for their key areas.  Intervention monitoring needs to ensure that the provision for SEN pupil provide effective outcomes.  Ensure all teaching continues to be good or better and that new colleagues are supported and coached well.  TAs need specific training on Target Tracker to identify and support slow movers in order to fill gaps and allow for future acceleration in progress. Particular focus for targeted support for pupil premium children is in place. 9

Section 4: Personal development, behaviour and welfare School’s Self Evaluation Grade : Good The school works effectively and tirelessly to support the children and families against a challenging school context.

‘Pupils’ behaviour is excellent and they feel safe.’ ‘Children are exceptionally well cared for.’ ‘Pupils are enthusiastic about school because they say lessons are interesting and fun.’ Ofsted March 2013

 The Schools Golden Rules are used daily to reinforce good choices for both individuals and as a school / society member.  We link with St Mary’s Church to help the homeless for the Harvest celebrations and the School Forum targets worthy charities for support.  The ‘Friends of Meare’ regularly provide: discos, summer fairs, Christmas fairs, a visit from Santa and support events that make social occasions for the community.  We rigorously monitor and challenge attendance to get our children in school and on time so that they can succeed. Letters, warnings and penalty notices are regularly instructed.  Welcome meetings and tours for new children and families set out schools expectations from the outset. Not only do we find out about the child we have clear and direct conversation to ensure parents know we tackle attendance, do not authorise holidays (outside of exceptional circumstances) and will not steer away from any awkward or sensitive safeguarding conversation with parents.  Pupil Premium funds and Sports funds are targeted to have direct impact on development, behaviour and welfare and in turn successful academic outcomes (see PP strategy and SP strategy 2020--2021).  The school adapts and changes to meet the needs of individuals to ensure that they and others achieve the best that they can. Provision Maps ensure that pupils with particular challenges are treated with the necessary awareness and are therefore managed well by adults.  Our improving curriculum offers many opportunities for children not only to succeed academically but also to develop as confident, resilient and good members of society. Linked to appropriate learning opportunities we frequently target local trips and visits / and or visitors to the school to raise awareness and aspiration and inspire the children.  Y5/6 has a 3 day residential trip every 2 years to build memories, and to foster independence and team spirit.  A Growth Mind-set whole school approach enables all children to embed positive learning values and become independent lifelong learners. It helps to stimulate a love of learning, challenge, resilience, motivation and productivity, leading to greater achievement. It also enhances relationships within the classroom and wider school environment.  The school values and builds on children’s contributions, through the School Forum and House Captains.  Children behave well in lessons, assemblies and at playtimes.  We now offer a range of after-school clubs and out of school activities (most free of charge) every day of the week.  Most pupils say that they feel safe in school and understand e-safety. Regular class work supplements the high profile e-safety work through February’s ‘Safer Internet Days’. Additionally, pupils are actively encouraged to consider choices and their own risks in all that they do and they demonstrate this through a good understanding of safety as they approach lessons such as Forest School and PE.  Expectations are clear and widely understood with all staff using consistent strategies for managing behaviour. Staff are committed to the children in their care. The quality of the relationships between the staff in our school acts as a role model for children. The use of Restorative Justice has impacted positively on behaviour.  ELSA provision contributes positively to many pupils’ well-being and safety.  We work with a wide range of external agencies to support children and families and are praised in our efforts. On site we utilise a PFSA and ELSA.  Incidents of bullying are infrequent. When this arises, it is dealt with swiftly and positively. The anti-bullying week in November is used well to promote expectations.  The school site has been improved to ensure that at all times it is a safe and secure place for pupils, including secure gates, a camera monitors the rear-entrance and appropriate fencing. CPD - Staff are trained / updated with all necessary information required to ensure that at least statutory obligations are met with regard to

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safeguarding and child protection (I.e. KCSIE pt.1). In addition, relevant staff members are trained in Child Protection, first aid, food hygiene, as a fire marshal etc.

Key areas for improvement  Ensure that new staff and new pupils are fully engaged with principles of Growth Mindset.  Build on successes in the previous academic year.  Pupil Voice has been identified as an area for further development to help reshape and drive improvements.  Finalise and drill the new ‘Lockdown’ procedures.

Section 5: Effectiveness of Early Years Provision School’s Self Evaluation Grade : Good Context Early Years at Meare Village Primary School comprises of 1 mixed Reception/Year 1 Class. There is a private Nursery on site. The Early Years teacher was appointed as a NQT+1 in September 2017

Since the last Inspection in the following Key changes have taken place:  Introduction of Target Tracker to evidence attainment and link learning with home.  Rigorous appraisal processes to ensure that staff aware of their next steps and the key performance measures.  Rigorous termly Pupil Progress Meeting and half termly Disadvantaged Pupil Progress Meetings processes in place to hold staff to account and provide targeted support and challenge for learning.  Policies and guidance documents are being combined wherever practicable and possible.

Outcomes for pupils For current in-house data see spring term T & L Report to Governors / current data  Pupil outcomes at the end of EYFS in 2018/2019 were above national average.  The percentage of children achieving a ‘good level of development’ (GLD) in June 2019 was 80% compared NA 70.7

% Children at GLD All 80% Boys 75% Girls 100% PP 100% Non PP % EAL 0% Non EAL 80% SEND %

Gender Girls significantly outperformed girls this year (boys-75%, girls 100%). This is similar to last year (girls 45%, boys 25%).

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Pupil Premium 100% pupil premium children achieved a GLD compared to last year’s 50%. 60.9% of non-pupil premium children achieved a GLD compared to 45% last year. Term of Birth Our Spring born children (77.8%) performed higher than Autumn (70.6%) and Summer born children (47.8%). This is in line with last year’s data, where our Spring born children were the highest performers.

The quality of teaching, learning and assessment  Trial of new baseline assessment has been completed at the end of September. Provision is in place for EYPP.  From baseline, aspirational targets are set to make at least expected progress, with most targeted to reach accelerated progress. Prime areas are a particularly focus. All staff have aspirational expectations for the children, regardless of their starting point.  Data is used in a rigorous and systematic way, to ensure the environment and provision is closely tailored to the children’s gaps. We use a gap and strength analysis at each data point, identifying vulnerable groups and how we are going to close this gap.  Teaching is identified as ‘Good’ or better through lesson observations and monitoring.  Children are encouraged to be access resources independently, and following their own interests.  We aim to use natural resources in the environment.  We encourage strong parent-partnerships and effective home learning, through parent workshops, Class Dojo, School Website and regular communication about what we are covering.  EYFS have a clear structure to their day, allowing all children to access the routines and expectations of the environment.  A variety of targeted interventions groups happen throughout the day to ensure children’s gaps are closing.  We observe enjoyment of children’s learning through provision based on children’s interests. Child-initiated activities and an awareness of Leuven scale for well- being. It is also evident through children’s independence and engagement, with our environment set up to promote independent and free choice. The effectiveness of leadership and management Systems to drive improvement:  EYFS monitoring document mirroring the schools Y1-Y6.  Regular monitoring is undertaken by head teacher and linked EYFS governor (Headteacher & SENDCo).  Governor monitoring of documents and through reports to Governors.  Regular Learning Environment walks are undertaken by Head teacher, staff and governors.  Data is used in a rigorous and systematic way, to ensure the environment and provision is closely tailored to the children’s gaps.

How leaders use additional funding:  EYPP evaluation is undertaken, looking closely at the impact of the EYPP funding for each child.

Effectiveness of safeguarding procedures:  School wide, we are extremely vigilant with safeguarding concerns. There are regular updates in place, including Safeguarding meeting at the beginning of every staff meeting.  Regular consistent safeguarding awareness training from the safeguarding lead.  Through the EYFS Curriculum, we teach children to make safe choices, discuss people that can help us. We encourage and facilitate risky play.  Intimate Care policy with regards to nappy changes and self-care.  All staff DBS checked. All visitors supervised and DBS checked.  E-Safety. We use be using Target Tracker for an online learning journal. Parents sign for acceptable use and agree to e-safety terms with regards to social media. 12

How well the provision contributes to children’s personal development, behaviour and welfare  All children receive regular Forest school sessions.  Parent workshops – Phonics, Christmas Production, Remembrance Assembly, Carol Service. Attendance at events by parents is high – all parents come to support their children. New parents open evening.  Parental engagement – Target Tracker and school website. Parental feedback is overwhelmingly positive. We have an open door policy, creating strong communication between parents and staff.  Nursery visits are carried out before children start Reception and relationships are built through settling in visits.  PFSA support is available to our families.  We have a range of visitors to enhance the children’s learning, such as author and storyteller visits Behaviour  Through the provision of high quality and engaging resources, children are enthused by their learning and this shows in their positive behaviour choices.  We have positive behaviour guidance linked to our whole school policy. This focuses on the choices the children are making and using Growth Mindset and embedding Successful Learning language.  We promote British Values, and actively celebrate the diversity of our cohort and staff.  We celebrate different festivals and cultures.  Risky Play across EYFS-encouraging safe choices, open ended and challenging resources, park visits. Attendance  Reception classes and through school attendance is monitored closely. We look for patterns and communicate with parents when necessary. Key Areas for Improvement  Further explore opportunities for staff to liaise with colleagues in parallel settings. Increase number of visits for our staff to see other settings (outstanding).  Aim for accelerated progress for all children, to meet GLD targets at the end of the year. This will include PP children and other vulnerable groups.  STC to be used throughout to ensure effective communication  Parent questionnaires to be sent out regularly to get their input regarding their child’s development and suggestions for improvements.

Section 6: Overall Effectiveness: The Quality of Education provided in the school School’s Self Evaluation Grade: Good Meare Village Primary School is a continually improving school with a clear sense of focus and purpose. Achievement over time now demonstrates good progress and attainment. The good and outstanding teaching is highly utilised to support and coach less experienced colleagues. The recent expansion of the leadership team to develop capacity ensures that there is rigorous monitoring of pupil’s learning and progress; it ensures that all teachers and teaching assistants are challenged to ensure learners get the best possible outcomes. Targeted interventions demonstrate positive impact for learners and value for money. The support given to all groups of vulnerable children is effective and is having a positive impact on their achievement and / or SEMH. The learning environment is stimulating and improving, and pupil voice is developing in the school. Effective parent partnerships are also increasing. Shared collaboration with our other CLP schools, linked to effective CPD, and a robust school improvement model will ensure that our upward trajectory continues.

• Pupils’ attitudes and learning behaviours are now strong, evidenced through improved attendance, pupils’ engagement and participation in lessons and their engagement with homework. • Behaviour and Safety, Safeguarding, community links and development of children’s spiritual, cultural and moral understanding and skills are all good and a well- established part of the school ethos. The school actively prepares children to participate in and contribute positively to life in modern Britain. School life includes planned opportunities that promote democracy, the rule of law, individual liberty, mutual respect and tolerance. • The Head teacher, her Leadership Team and the LGB set high expectations of pupils and teachers. They work together with a clear vision, systems of accountability, 13

good subject knowledge and passion for pupils in their care. Together work is targeting rapid improvements in pupils’ achievement, the quality of teaching and SMSC. • The school works well with parents and carers, seeking their input and listening to the views of the stakeholders. This continues to build improved trust and confidence from the community and parents. • The school’s capacity to improve is good.

Ongoing challenges for the school are • To ensure stability and retention of staffing after a long period of unrest particularly in KS2. • To ensure that interventions are value for money. • Progression from KS1 to KS2 to be inline or above national. • To ensure the attainment of boys in maths with an emphasis on KS2 • To ensure the attainment of all children in all areas of English with an emphasis on KS2 boys.

Evaluation Dashboard for Meare Village Primary School following spring term monitoring.

Green Amber Red Latest school report was Good or Outstanding Latest school report was Requires Improvement Latest school report was Special Measures/ OFSTED RI RI The school currently has attainment that is as The school currently has a mix of attainment that The school currently has attainment that is Statutory good as national or better in statutory is both good and less than national in statutory less than national in statutory Assessments assessments including EYFS, Phonics, assessments including EYFS, Phonics, KS1,K2 and assessments including EYFS, Phonics, KS1,xKS2 and RWM combined RWM combined KS1,KS2 and RWM combined The school currently has progress that is +2.0 The school currently has progress of at least 0 in The school currently has progress that is KS1-KS2 progress or better in Reading, Writing and Maths 2 out of 3 of Reading, Writing and Maths less than 0 in 2 or more of Reading, Writing and Maths School is expected to get Good or better at the School is on track to get Good or better at the School is not on track to get Good or better Potential for next inspection next inspection at the next inspection getting Good Disadvantaged pupils currently have Disadvantage pupils currently have good Disadvantaged pupils currently have Disadvantaged progress that is accelerated from their prior progress that is at least expected from their prior progress that is less than expected in all of Pupils attainment in Reading, Writing and Maths attainment in Reading, Writing and Maths Reading, Writing and Maths Leadership is improving or sustaining high Leadership has had some impact on improving Leadership is not securing good teaching Leadership & quality teaching and learning through rigorous teaching and learning, although high and learning due to a lack of rigour and Management challenge and high expectations expectations are neither high enough or challenge coupled with low expectations consistent enough across the school Governors have an accurate understanding of Governors have some understanding of the Governors have a limited understanding of Effectiveness of the school and hold it to account stringently school and are beginning to hold it to account the school and are not holding it to account Governors Standards are impacted by enriched learning Children have broad and balanced learning and Children do not have broad and balanced Learning and cultural opportunities, tailored to local cultural opportunities learning and cultural opportunities Opportunities need

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The school currently has attainment at Greater The school currently has a mix of Greater Depth The school currently has attainment at Greater Depth Depth that is as good as national or better in attainment that is both good and less than Greater Depth that is less than national in statutory assessments national in statutory assessments statutory assessments School triangulation of evidence shows School triangulation of evidence shows teaching School triangulation of evidence shows Teaching & teaching to be 90% Good or better to be 80-90% Good or better teaching to be less than 80% Good or Assessment better The safeguarding culture is highly effective The safeguarding is compliant, but the culture of Safeguarding is an urgent focus of the Safeguarding across the school. Systems and processes safeguarding does not have a high enough profile school. Both compliance and are robust and safeguarding is fully compliant and is not fully embedded across the school culture needs to be addressed The SEN culture is highly effective across the SEN is compliant, but the culture of safeguarding SEN is an urgent focus of the school. Both SEN school. Systems and processes are robust and does not have a high enough profile and is not compliance and culture needs to be safeguarding is fully compliant fully embedded across the school addressed

The number of exclusions is below national The number of exclusions is in line with national The number of exclusions is above national Exclusions averages as a result of the school being highly averages as a result of the school developing averages as a result of the school being effective in supporting all children in its care effective strategies to support all children in its ineffective in supporting all children in its care care Attendance is higher than national levels Attendance is in line with national levels for Attendance is below national levels for Attendance including the disadvantaged, for overall and overall and Persistent Absence. There is an overall and Persistent Absence Persistent Absence improving picture for specific groups over time HR processes are implemented and evident HR processes are implemented to some extent There is a lack of effective HR processes HR across the school across the school across the school Staff deployed effectively for maximum impact. Inconsistencies in effective staff deployment limit Staff deployment is ineffective. Staff do not Staff Deployment Staff have an appropriate level of responsibility impact. Some staff have an appropriate level of have an appropriate level of responsibility linked to their pay scale responsibility linked to their pay scale linked to their pay scale. No known changes to school staffing in the Potential changes to staff team in this or the next Definite changes to staff team in this or the Staff mobility next term term next term The school is running within the approved The school is projected to fall below the approved The school is projected to be in deficit at the Budget guide figure guide figure end of the financial year The school can demonstrate impact of The school can demonstrate impact of The school can demonstrate minimal impact Collaborative collaborative working with the CLP, both collaborative working with the CLP of collaborative working with the CLP impact internally and externally

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